Topic: Science
Model of Instruction: Problem-Centered Model One: The Suchman Inquiry Model
Grade Level: 2-6 (Multiple Disabilities)
Standard: Recognize how to stay healthy

Objectives and Assessments (as many as needed; usually no more than three)

Objective: By the end of the lesson, students will be able to list 5 methods towards staying healthy.
Assessment: Students will be given a worksheet and will have to list 5 methods towards staying healthy. Shown below is how the worksheets will differentiate based on the learner.

Level 1 students will be given a picture of a way to stay healthy and a way not to stay healthy. The student will be asked to identify only the ways to stay healthy. The aide will record the answer on the documentation sheet provided by the teacher. The student will complete 10 such problems.

Level 2 students will be given a worksheet consisting of 5 ways to stay healthy and 10 ways not to stay healthy. The student will have to circle the 5 ways to stay healthy.

Level 3 students will be given a worksheet numbered 1-5 and will have to list 5 ways to stay healthy.

Learning Activities - Description:

Step 1: Select a problem and conduct research

The teacher selected the following problem to present to her class: “How do you keep yourself from getting sick?” If needed, the teacher will complete the necessary research on the situation and prepare a data sheet for quick reference as students are asking questions.

Step 2: Introduce the process and present the problem

The teacher will present the students with the rules of The Suchman Inquiry Model. The teacher will tell the students that they can only ask questions when they are called on, they can talk to each other when the teacher gives the groups time to discuss, questions must be phrased so the teacher can answer, “yes” or “no” and the student can continue to ask questions until they are given a “no” answer. After the teacher recites the rules, she will present the problem to the students.

Step 3: Gather Data

Students will ask yes or no questions in hopes to develop a theory to how to keep oneself from getting sick. The teacher will guide the students to ask questions more clearly and will remind students that they can request to talk with their group members at any time. Possible questions could be, “should you cough into your hand?” “Should you wash your hands after going to the bathroom?” “Should you eat healthy foods?” “Can you use hand sanitizer?”

Students who are non-verbal will have their communication devices pre-recorded with different ways to stay healthy so that they can participate in the discussion.

Step 4: Develop a theory and verify

As students are able to ask questions and talk among their group, they may develop different theories on how to keep oneself from getting sick. As theories are stated, the teacher will have the students test the theories based on the data we have collected. When the students have reached a theory that seems to be verified and the class accepts the theory, the students can move on to the next steps of the model. One possible theory that the students may come up with is that you must wash your hands throughout the school day.

Students who are non-verbal will have their communication devices pre-recorded with different theories so that they can participate in the discussion.

Step 5: Explain the theory and state the rules associated with it

The students will explain the theory they accepted and come up with rules associated with it. Students may say that you should wash your hands after you use the restroom, after you sneeze or cough, or before you eat. The class will also discuss when you don’t need to wash your hands.

Students who are non-verbal will have their communication devices pre-recorded with different rules associated with the theory that the students devised. Aides will have to record rules after theory is presented by quickly going to the hall to record possible answers.

Step 6: Analyze the process

The teacher will have the students explain the process they just used to develop their theory on how they can prevent getting sick. The teacher will ask students how they could have formed their theory quicker.

Step 7: Evaluate

The teacher will ask the students to come up with other situations where one would have to wash his/her hands to prevent getting sick. This could be after you play at the park, pet an animal, get home from the store.

1) How students will access new information:

Students are accessing new information by asking questions and talking amongst their group to develop a theory on how to keep yourself from getting sick. 2) How the teacher will monitor/check for understanding/give feedback:
The teacher will monitor understanding based on the questions and theories the students are presenting. The teacher will be checking to see if the questions and theories are related in some way to the situation the students are trying to solve.
3) How students will apply and/or process new information (review, organize, and work with it):

Students will apply new information by listing 5 ways to stay healthy. 4) How the teacher will monitor/check for understanding/give feedback:

After the students complete their worksheets, either the teacher or the aide will check the worksheets for understanding. If a student answers a question incorrectly, the aide or teacher will review the question that the student missed.

Independent practice (may be homework): A worksheet listing 5 ways to stay healthy.

Level 1 students will be given a picture of a way to stay healthy and a way not to stay healthy. The student will be asked to identify only the ways to stay healthy. The aide will record the answer on the documentation sheet provided by the teacher. The student will complete 10 such problems.

Level 2 students will be given a worksheet consisting of 5 ways to stay healthy and 10 ways not to stay healthy. The student will have to circle the 5 ways to stay healthy.

Level 3 students will be given a worksheet numbered 1-5 and will have to list 5 ways to stay healthy.

Closure: The teacher will praise the students on how well they did with brainstorming different questions to ask to develop a theory on how to stay healthy. The teacher will end the lesson by asking her students what they thought about this new way of learning. As students provide feedback or questions, the teacher will notate any changes to make for next time.

Materials and Preparation:
Materials that students will need: worksheet, pencil

Materials that the teacher will need: worksheet, pencils, white board, dry erase marker, BoardMaker pictures of ways to stay healthy and unhealthy.

Preparation for the lesson: Prior to the lesson, the teacher will review what will be taught with the aides, what the expectations are of the aides for the lesson, copies of worksheets for each level of student, pre-recorded communication devices, and materials needed will be set out. The teacher will also have to think of different ways the students might name to stay healthy and have BoardMaker pictures available so non-verbal students can participate in discussions.

Differentiation:
Level 1 students will be given a picture of a way to stay healthy and a way not to stay healthy. The student will be asked to identify only the ways to stay healthy. The aide will record the answer on the documentation sheet provided by the teacher. The student will complete 10 such problems.

Level 2 students will be given a worksheet consisting of 5 ways to stay healthy and 10 ways not to stay healthy. The student will have to circle the 5 ways to stay healthy.

Level 3 students will be given a worksheet numbered 1-5 and will have to list 5 ways to stay healthy.

Students will not only be given a worksheet that will meet their needs as learners, but they will also be given prompts during the lesson as needed. Students that are non-verbal require hand-over-hand assistance to activate the switches or devices that they communicate with. An aide will be sitting with those individuals helping them participate during the lesson. Students will be given about 10-15 seconds of wait time before the teacher gives prompts. This will allow students to process what is being asked so they can have a chance to answer independently.

Students will be placed in two groups of three. Each group will consist of students that are nonverbal and verbal. Each group will have students that have proven they can be leaders and help facilitate discussions. Each group will also have an adult who will be able to help nonverbal students access their communication devices.